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IN EDUCATION DOCT 4

DR. G.C. PRADHAN MRS. MYRTLE CALDEIRA

GUIDE INVESTIGATOR

2006

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M.A. (Pol.Sci.) Ph.D. (Edu.)

Reader in Education.

Alto Porvorim, Goa - 403 501.

Tel.:(0832)2417276 (0),2459017(R) 144-1

Date: -1-2--L7kagustr-2006. d

CERTIFICATE

This is to certify that the Thesis entitled "An Evaluation of the Centrally Sponsored Scheme of Vocationalisation of Education at the Higher Secondary Stage in Goa" is the record of bonafide research work curried out by Mrs. MyrtiCCaldeira under my guidance and supervision. To the best of my knowledge and belief, the results embodied in the thesis have not been submitted to this or any other university for the award of any degree or diploma.

[ G.C. PRADHAN Research Guide.

ii

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I, Mrs. Myrtle Caldeira solemnly declare that the thesis being

t submitted by me for Ph.D. degree in Education is my own research work on "An Evaluation of the Centrally Sponsored Scheme of Vocationalisation of Education at the Higher Secondary Stage in Goa" under the guidance of Dr. G.C. Pradhan.

I do further declare that to the best of my knowledge and belief, the research work embodied in the thesis is original and has not been submitted in part or full for any Diploma or Degree of this or any other university.

0,106) Y.4 [ MYRTI.,t CALDIRA

IM'estigator.

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p-

The investigator takes this opportunity to place on record her deep sense of gratitude to Dr. Gopal Chandra Pradhan, Reader, State Institute of Education, Porvorim, under whose guidance this study was conducted. The investigator is immensely indebted to Dr. G. C.

Pradhan for inspirational guidance, scholarly assistance and encouragement given to her during this study.

The investigator remembers with gratitude the principals, teachers, non-teaching staff of all the Higher Secondary Schools (having vocational stream) in general and Mr. Edward Coutinho, Principal of St.

Andrew's Higher Secondary School, Vasco, Mr. Bharat Naik, Vice- Principal of the MES Higher Secondary School, Vasco in particular, for their kind cooperation in collecting the data for the study. The investigator is thankful to the members of the Faculty Research Committee, Professor V. Shivkumar, Professor A.V. Afonso, Dr. (Ms.) Rita Paes, Dr.(Ms.) J. Fonseca and Dr. S.K. Pradhan for their encouragement, suggestions and keen interest in the study.

The investigator would like to express her gratefulness to all the experts of repute for their help and suggestions in the preparation of the tools used in the present study. My special thanks to Mrs. D.

Vernal, Co-ordinator, Department of Extension Service, Mr. Ganesh Naik, Sr. Lecturer and Dr. Paily M.U., Reader, GVM's College of Education, Ponda for their expert suggestions in the study. The investigator is thankful to Mr. Shailendra Virdhikar, Jt.Secretary, Goa Board of Secondary and Higher Secondary Education, Mr. Anil Vernekar, Asstt. Director of Vocational Education, Directorate of Education, Govt. of Goa for their valuable cooperation in the study.

The investigator is grateful to Dr. Pinki Khara, Lecturer, Shri Shiv Ram

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in the study.

The investigator would like to make special mention of her parents, Mr. Pio Silvester Pereira and Mrs. Mildred Pereira, her husband Ruben and sons Ransley and Rylan and her aunt Mrs. Rodha Almeida and her brothers Wilfred & John for their enormous help and encouragement in conducting this study.

The investigator is thankful to Mrs. Megha Naik, Ex-Librarian and Maya Rodrigues, Librarian, Nirmala Institute of Education, Panaji for their kind help.

The investigator is also very much thankful to Mr. Dilip Chari for neatly typing this thesis and also for doing other computer related work.

Mrs. Myrtle Caldeira Investigator.

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Chapter Page

CERTIFICATE ii

DECLARATION iii

ACKNOWLEDGEMENT iv

TABLE OF CONTENTS vi

LIST OF TABLES

LIST OF FIGURES xvi

I INTRODUCTION 1

1.1 Background of the Study 1

1.1.1 Meaning of Vocationalisation of Education 3 1.1.2 Need for Vocationalisation of Education 5 1.1.3 Vocationalisation of Education: Past and Present 8

1.1.4 Models of Vocational Education 20

1.1.5 The Centrally Sponsored Scheme (CSS) of 22 Vocationalisation of Education at Higher Secondary

Stage

1.1.6 Present Position of Vocationalisation of Education in 45 Goa

1.2 Need and Significance of the Present Study 50

1.3 Specification of the Problem 52

1.3.1 Objectives of the Study 52

1.3.2 Definition/Operational Definition of Terms/Variables 54 1.3.3 Scope and Delimitation of the Study 55

II REVIEW OF RELATED RESEARCHES 56

2.0 Introduction 56

2.1 Studies on vocationalisation of Education at Higher 57 Secondary Stage Prior to Implementation of the CSS

2.2 Studies on the Centrally Sponsored Scheme of 85 Vocationalisation of Education at +2 Stage

2.3 Implications for the Present Study 104

III DESIGN OF THE STUDY 105

3.0 Introduction 105

3.1 The Research Method 105

3.2 Preparation of Paradigm of Criteria for Evaluation 107

3.3 Respondents 119

vi

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3.5.1 Questionnaire for Principals 123

3.5.2 Questionnaire for Teachers 126

3.5.3 Questionnaire for Students 127

3.5.4 Response Sheet on Teaching-learning 129 Aids/Equipment for Teachers

3.5.5 Attitude Towards Vocational Courses — A Scale. 130 3.5.6 Questionnaire for Graduates of the Vocational Stream 131 3.5.7 Information Schedules to collect Information from 132

Office Records

3.5.8 Interview Guide 133

3.5.9 Observation Guide 134

3.6 Data Collection Procedures 134

3.7 Scoring/Coding and Tabulation/Organisation of 137 Data/Information

3.8 Data Analysis Methods/Techniques 139

IV PRESENTATION AND ANALYSIS OF DATA, 140

INTERPRETATION OF RESULTS AND DISCUSSION

4.0 Introduction 140

4.1 Appropriateness of Management of the Vocational 140 Education Scheme

4.2 Adequacy of financial Resources 146

4.3 Achievement of Enrolment Target 150

4.4 Enrolment Trend since the Starting of the Courses till 2002- 153 2003

4.5 Appropriateness of Educational Qualifications and 156 Experiences of Teachers

4.6 Adequacy of In-Service Teacher Education programmes for 164 the Teachers Teaching in the Vocational Stream

4.7 Adequacy of Teaching and Non Teaching Staff 167

4.8 Adequacy of Physical Facilities 171

4.9 Adequacy of Facilities Available in terms of 173 Workshops/Worksheds/Plots, Raw Materials and Teaching-

Learning Aids

4.10 Appropriateness of the Evaluation System followed in the 210 Vocational Stream

4.11 Organisation of On-the-Job Training in Different Vocational 257 Courses

4.12 Apprenticeship Facilities 269

4.13 Relevance of Vocational Courses in the Goan Situation 272 4.14 Problems faced by the Graduates of the Vocational Stream 279

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Academic Achievement, Gender, Place of Residence and Type of Vocational Courses

4.16 Profile of the Students of the Vocational Stream 295

V SUMMARY, CONCLUSION AND RECOMMENDATION 307 5.1 Summary

5.1.1 Major Findings 5.2 Conclusions

5.3 Recommendations 5.3.1 Actions Need to

Goa

5.3.2 Action Need to Secondary and (GBSHSE)

307 313 332 336 be Taken by the Government of 336 be Taken by the Goa Board of 338

Higher Secondary Education

5.3.3 Actions Need to be taken by the School Authorities 340 5.3.4 Actions Need to be Taken By 341

Workstations/Organisations

5.4 Suggestions for Further Research 342

BIBLIOGRAPHY 343

APPENDICES 361

A. List of Higher Secondary Schools having Vocational 361 Stream

B. Questionnaire for Principals 363

C. Questionnaire for Teachers 367

D. Questionnaire for Students 369

E. Response Sheet on Teaching-Learning Aids/Equipment 373 for Teachers

F. Attitude Towards Vocational Courses — A Scale 403 G. Questionnaire for the Graduates of the Vocational 405

Stream

H. Information Schedule for Collection of Marks from 408 School Record

I. Information Schedule on Enrolment in Academic and 409 Vocational Streams at +2 Stage

J. Information Schedule on Number of Candidates 410 Registered and Passed Different Vocational Courses

K. Information Schedule on Enrolment at +3 Stage 411 L. Information Schedule on Registration in Employment 412

Exchange.

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N. Interview Guide for Officials of The Directorate of 414 Education

0. Interview Guide for Officials of GBSHSE 415 P. Interview Guide for Officials of SIE 416 Q. Interview Guide for Officials of Inplant Supervisor 417

R. Interview Guide for Principals 418

S. Interview Guide for Teachers 419

T. Interview Guide for Vocational Stream Graduates 420

U. Observation Guide 421

V. Revised Scheme of Internal Assessment for Std. XII From June 2004 Onwards

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Table Page 1.1.1 Sharing Pattern for Meeting Expenditure on 23

Vocationalisation

1.1.2 Staffing Pattern for the Vocational Education Wing of the 30 Directorate of Education (Larger states)(Category A)

1.1.3 Staffing Pattern for the Vocational Education Wing of the 30 Directorate of Education Medium States (Category

B)

1.1.4 Staffing Pattern for the Vocational Education Wing of the 31 Directorate of Education Smaller States (Category C)

1.1.5 Staffing Pattern for the Vocational Wing of the State 32 Institute of Education/SCERT

1.1.6 Staffing Pattern of the District Education Office 33 1.1.7 Number of Schools offering Different Courses and 49

Enrolment (2002-03)

3.2.1 Paradigm of Criteria for Evaluation 108

3.3.2 Detail Distribution of Second Phase of Sample of Teachers 120 3.3.3 Different Categories of Respondents Interviewed 121 3.3.4 Data Producing Sample of Vocational Stream Graduates 121 3.5.1 Different Aspects and Sub Aspects included in the 125

Questionnaire

3.5.2 Aspects/Sub-aspects/Specifications considered for 127 Inclusions in the Questionnaire

3.5.3 Aspects/Sub Aspects/Specifications considered for 128 Inclusion in the Questionnaire for Students

3.5.4 Different Aspects and Specifications considered for 132 inclusion in the Questionnaire for Graduates

3.7.1 Score Value for Attitude Scale 138

4.1.1 Prescribed and Existing Staffing Pattern of the Vocational 140 Wing

4.2.1 Sharing Pattern for meeting Expenditure on 147 Vocationalisation

4.2.2 Course-wise Raw Material Grants per Student 148 4.3.1 Enrolment of Students in Academic and Vocational Stream 150

in 1990-91

4.3.2 Enrolment of Students in the Academic and Vocational 151 Streams in 1995-96

4.3.3 Enrolment of Students in the Academic and Vocational 152 Streams in 2000-01

4.4.1 Enrolment Trends in Vocational Stream from the starting 154

of

the Course till 2002-03

4.4.2 Candidates Passed +2 Vocational Courses upto March 155 2003

4.5.1 Educational Qualifications and Experiences Prescribed and 156 Possessed by the Full-Time Teachers

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4.6.1 In-service Education Programmes for Teachers of the 165 Vocational Stream

4.7.1 Adequacy of Teaching Staff 168

4.7.2 Perception of Teachers regarding Adequacy of Workload 168

4.7.3 Adequacy of Administrative Staff 169

4.7.4 Adequacy of Administrative Staff (Clerks) 169

4.7.5 Adequacy of Helpers/Peons 169

4.7.6 Adequacy of Administrative Staff (Accountant) 169 4.7.7 Adequacy of Technical Staff (Lab. Assistant) 171

4.8.1 Availability of Classrooms 172

4.8.2 Number of Classrooms 172

4.8.3 Facility for Store Room 172

4.8.4 Adequacy of Cupboards 172

4.8.5 Teachers Common Rooms 173

4.9.1 Availability of Teaching Aids/Equipment for Teaching 174 Theory and Conducting Practicals in Office Secretaryship

and Stenography.

4.9.2 Adequacy of Availability of Computers 176

4.9.3 Availability of Teaching Aids/Equipment fore Teaching 177 Theory and Conducting Practical in Computer Technique

4.9.4 Availability of Teaching Aids/Equipment for Teaching 179 Theory and Conducting Practical in Accountancy and

Auditing

4.9.5 Availability of Teaching Aids/Equipment for Teaching 180 Theory and Conducting Practical in Insurance

4.9.6 Adequacy of Workshop 181

4.9.7 Availability of Teaching Aids/Equipment for Teaching 182 Theory and Conducting Practical(s) in Electronic

Technology

4.9.8 Adequacy of Workshop/Work Shed 184

4.9.9 Availability of Teaching Aids / equipment for teaching 185 theory and conducting practical in Automobile

Engineering Technology

4.9.10 Availability of Teaching Aids / equipment for teaching 189 theory and conducting practical in Bakery &

Confectionery.

4.9.11 Adequacy of Workshop/Work Shed 190

4.9.12 Availability of Teaching aids/Equipment for Teaching 192 Theory and Conducting Practical in Maintenance of

Electrical and Electronic Domestic Appliances

4.9.13 Adequacy of Workshop/Work Shed 195

4.9.14 Availability of Teaching Aids/Equipment for Teaching 196 Theory and Conducting Practical in Commercial Garment

Designing & Making.

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4.9.16 Availability of Teaching aids/Equipment for teaching 200 Theory and conducting practical in Marketing and

Salesmanship

4.9.17 Availability of Teaching Aids/Equipment for Teaching 201 Theory and Conducting Practical in Catering and

Restaurant Management

4.9.18 Adequacy of Plot 203

4.9.19 Availability of Teaching aids/Equipment for teaching 205 Theory and conducting practical in Horticulture

4.9.20 Availability of Teaching Aids/Equipment for Teaching 207 Theory and Conducting Practical in Industrial

Management.

4.9.21 Availability of Teaching Aids/Equipment for Teaching 209 Theory and Conducting Practical in Travel & Tourism

4.10.1 Scheme of Internal Assessment of Communication Skills 214 and General Foundation Course ( Common for all

Vocational Courses for Std. XI )

4.10.2 Scheme of Internal Assessment in Computer Technique 215 4.10.3 Scheme of Internal Assessment in Office 216

Secretaryship/Stenography

4.10.4 Scheme of Internal Assessment in Accounting and 217 Auditing

4.10.5 Scheme of Internal Assessment in Insurance 218 4.10.6 Scheme of Internal Assessment in Industrial Management 219 4.10.7 Scheme of Internal Assessment in Marketing & 220

Salesmanship

4.10.8 Scheme of Internal Assessment in Commercial Garment 221 Designing and Making

4.10.9 Scheme of Internal Assessment in Catering and Restaurant 222 Management

4.10.10 Scheme of Internal Assessment in Horticulture 223 4.10.11 Scheme of Internal Assessment in Floriculture 224 4.10.12 Scheme of Internal Assessment in Automobile Engineering 225

Technology

4.10.13 Scheme of Internal Assessment in Electronic Technology 226 as well as in Maintenance & Repairs of Electrical &

Electronic Domestic Appliances

4.10.14 Scheme of Internal Assessment in Bakery and 227 Confectionary

4.10.15 Scheme of Internal Assessment in Travel and Tourism 228 Technology

4.10.16 Scheme of Internal Assessment of Communication Skills 229 and General Foundation Course common to all Vocational

Courses for Std. XII

4.10.17 Scheme of Internal Assessment in Computer Technique 230

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4.10.19 Scheme of Internal Assessment in Accounting and 232 Auditing

4.10.20 Scheme of Internal Assessment in Insurance 233 4.10.21 Scheme of Internal Assessment in Industrial Management 234 4.10.22 Scheme of Internal Assessment in Marketing & 235

Salesmanship

4.10.23 Scheme of Internal Assessment in Commercial Garment 236 Designing and Making

4.10.24 Scheme of Internal Assessment in Catering and Restaurant 237 Management

4.10.25 Scheme of Internal Assessment in Horticulture 238 4.10.26 Scheme of Internal Assessment in Floriculture 239 4.10.27 Scheme of Internal Assessment in Automobile Engineering 240

Technology

4.10.28 Scheme of Internal Assessment in Electronic Technology 241 4.10.29 Scheme of Internal Assessment in Maintenance & Repairs 242

of Electrical & Electronic Domestic Appliances

4.10.30 Scheme of Internal Assessment in Bakery and 243 Confectionary

4.10.31 Scheme of Internal Assessment in Travel and Tourism 244 Technology

4.10.32 Scheme of Assessment of Final Examination in Office 245 Secretaryship and Stenography

4.10.33 Scheme of Assessment of Final Examination in 246 Accountancy and Auditing

4.10.34 Scheme of Assessment of Final Examination in Insurance 246 4.10.35 Scheme of Assessment of Final Examination in Industrial 247

Management

4.10.36 Scheme of Assessment of Final Examination in Marketing 248

& Salesmanship

4.10.37 Scheme of Assessment of Final Examination in 248 Commercial Garment Designing and Making

4.10.38 Scheme of Assessment of Final Examination in Catering & 249 Restaurant Management

4.10.39 Scheme of Assessment of Final Examination in Bakery 249 and Confectionary

4.10.40 Scheme of Assessment of Final Examination in 250 Horticulture

4.10.41 Scheme of Assessment of Final Examination in 251 Floriculture

4.10.42 Scheme of Assessment of Final Examination in Computer 252 Technique

4.10.43 Scheme of Assessment of Final Examination in 253 Automobile Engineering Technology

4.10.44 Scheme of Assessment of Final Examination in 254 Maintenance & Repairs of Electrical and Electronic

Domestic Appliances

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4.10.46 4.11.1 4.12.1 4.12.2 4.13.1 4.13.2 4.13.3 4.13.4 4.13.5 4.13.6 4.13.7 4.14.1 4.14.2 4.14.3 4.14.4 4.14.5 4.14.6 4.14.7 4.15.1 4.15.2 4.15.3 4.15.4 4.15.5 4.16.1 4.16.2 4.16.3

Scheme of Assessment of Final Examination in Electronic Technology

Duration of the on-the-job training Apprenticeship Facilities

Schools covered under Apprenticeship Facilities for Various Vocational Courses

Relevance of the Vocational Courses in terms of Employment in Goan Context according to the Principals Types of Employment the Graduates of the Vocational Stream are eligible for according to the Principals

Relevance of the Vocational Courses in the Goan Context according to the Teachers

Competence of the Graduates of the Vocational Stream to enter into the World of Work

Types of Employment the Graduates of the Vocational Streams are eligible according to the Teachers

Extent of Usefulness of the Knowledge and Skills acquired by the Vocational Stream Graduates in the present jobs Employment Status of the Graduates of the Vocational Stream

Problems relating to Employment of the Graduates of Vocational Stream

Employment on the Basis of +2 Vocational Courses and after Studying other Courses

Graduates of the Vocational Stream on the Register of Employment in 2001-2002

Courses Studied by the Graduates of the Vocational Stream

Vocational Graduates who applied and Studied other Courses with Reasons

Candidates Graduated from the Vocational Stream and Admitted at +3 in the General Stream

Yearwise Enrolment in Different Streams Candidates Graduated from the Vocational Stream and Admitted at +3 in the General Stream

Direction and Intensity of the Attitude of Students towards Vocational Courses

Significance of Difference in Attitude towards Vocational Courses between Boys and Girls

Significance of Difference in Attitude towards Vocational 291 Courses between Rural and Urban Students

Summary of ANOVA Results 291

Summary of q-test Results 294

Age Group of the Students of Class XII Studying in the 295 Vocational Stream

Size of Family 296

Relative Percentage of Boys and Girls 297

256 262 271 272 272 273 273 274 274 275 276 280 281 282 284 285 286 286 288 290

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4.16.5 Castes of Students 299 4.16.6 Students of the Vocational Stream belonging to Different 300

Religion.

4.16.7 Entry Educational Levels of Students 301

4.16.8 Educational Qualifications of Parents 302

4.16.9 Occupations of Parents 304

4.16.10 Monthly Income of Family 306

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Figure Page 4.3.1 Enrolment in Academic and Vocational Stream in 1990-91 150 4.3.2 Enrolment in the Academic and Vocational Stream in the 151

year 1995-96

4.3.3 Enrolment in the Academic and Vocational Stream in the 152 year 2000-01

4.4.1 Enrolment in the Vocational Streams between the years 154 1988-89 to 20020-03

4.16.1 Proportion of Different Age Groups of the students of 296 Class XII

4.16.2 Size of Family 297

4.16.3 Proportion of Boys and Girls in the Vocational Stream 298 4.16.4 Proportion of Rural and Urban Students 299 4.16.5 Proportion of General Castes, OBCs and SCs/STs Students 300

Studying in the Vocational Stream

4.16.6 Proportion of Students belonging to Different Religions 301 4.16.7 Proportion of Students having Different levels of 302

Academic Performance at Std. X

4.16.8 Proportion of Parents (Father) Educated upto Different 303 levels

4.16.9 Proportion of Parents (Mother) Educated upto Different 304 levels

4.16.10 Proportion of Different Occupation of Parents (Father) of 305 Students of Class XII

4.16.11 Proportion of Different Occupation of Parents (Mother) of 305 Students of Class XII

r

4.16.12 Proportion of Different Income Scales (Monthly) of 306 Families

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1.-

CHAPTER - I

INTRODUCTION

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INTRODUCTION

1.1 Background of the Study

Every country develops its system of education to express and promote its unique socio-cultural identity as well as to meet the challenges of the times. There are moments in history when a new direction has to be given to age-old processes.

The system of education in India has undergone changes from time to time. But it has not been adequately realistic and related to life, needs and aspirations of the people. Sporadic changes brought about in the same have not been well planned and properly implemented in the past. India has now faced challenges from the continuing revolution in the world of technology and from so many problems relating to the quality and security of life. The country has thus faced the challenges internal as well as external and education is the most effective instrument to meet these challenges. Education can enable people to acquire knowledge, skills, values that are essential for building a dynamic, vibrant and cohesive nation capable of providing its people with better, fuller and more purposeful life.

The country has now entered the twenty first century impregnated with many issues of unprecedented nature and characteristics. With a view to equipping children of today who will be the citizens of tomorrow, education has to be reoriented and revamped. Education in India stands at crossroads today. Neither normal linear expression nor the existing pace and nature of improvement can meet the needs of the situation.

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Every human being is a positive asset and a precious national resource which needs to be cherished, nurtured and developed with tenderness and care, coupled with dynamism. Every individual has his own growth problems. The catalytic action of education in this complex and dynamic situation should be planned meticulously and executed with great sensitivity.

It is universally acknowledged that education is a necessary pre-requisite for human resource development leading to better mental health, physical health and nutrition, improved socio-economic opportunities and more congenial and beneficial natural environment for all. This has been envisaged in our National Policy of Education (1986) which has emphasized on universalisation of elementary education and eradication of adult illiteracy as a first step. With the growing number of educated unemployed in the country, a need was however, felt to establish meaningful linkages between the world of work and the world of education. Vocational education has thus been recognized as another priority area by our National Policy on Education.

Vocationalisation of Education is the most important element in the 10+2+3 pattern. The two years of Higher Secondary stage of education is important because it marks the terminal stage for formal schooling for half of those students who join it. It is also important because it provides the bridge between the general education of the secondary stage and higher education in colleges or other professional or technical institution.

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1.1.1 Meaning of Vocationalisation of Education

Vocationalisation means learning of a skill or some related skills by studying technologies, applied sciences and other practical activities. It includes those practical subjects which help to equip students with knowledge, skills and disposition that will prepare them to become skilled workers. Thus, vocationalisation means training in a particular vocation at the school stage, Higher Secondary stage or degree level. The UNESCO (1974) defined vocational education as a "comprehensive term embracing those aspects of the educational process involving in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understandings and knowledge relating to occupations in various sectors of economic and social life.

Such an education would be an integral part of general education and a means of preparing for an occupational field and an aspect of continuing education".

Vocationalisation of education prepares ground for efficient workers for the fast developing country and also creates a sense of dignity of labour among the students. The main aim of vocationalisation of education is to provide that education and training to the students which allows them to contribute their best to the development of society around them and to employ the skills so developed to their own satisfaction as well as towards building up of the society in which they live.

Vocationalisation of education aims at increasing the employment potential of the people through education for selecting vocations or for self-employment in agriculture, industry and related occupations including art and craft; agro-

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industries, mechanization etc. It helps individuals to be more productive through preparation for specific competencies in different vocations. It cannot however, be equated with mere technician training, it is essentially education in the broader sense of the term. It prepares the individual for understanding the social needs and conditions, and to realize his own potentiality so that both can be correlated for bringing about economic development of the country in particular and creating atmosphere of self-realization of individuals and prosperity of the nation in general.

In view of the rapid technological development, vocationalisation of education implies introduction of diversified technical and vocational education programmes, which need to be designed not as narrowly conceived vocational education, but as vocationally biased and vocationally based education of developing positive attitudes and interests in students for some definite vocational work during their post-school-stage. The Secondary Education Commission (1952-53) therefore states, "There should be much greater emphasis on crafts and productive work in all schools and in addition diversification of courses should be introduced at the secondary stages so that a large number of students may take up agricultural, technical, commercial or other practical courses, which will train their varied aptitudes and enable them either to take up vocational pursuits at the end of secondary course or to join technical institutions for further training".

In vocationalisation of education, diversification is the key word, the aim being to channelize a considerable segment of student population into programmes of education in much wider fields in conformity with their interests aptitudes and

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abilities. In the absence of such a diversification leading to a meaningful and productive terminality of formal schooling, the country may have no other choice than to go for the more expensive and often unproductive higher education on a much larger scale in order to cope up with the consequences of universalization of elementary education as the national goal. Vocationalisation of Higher Secondary education is also an important step for the effective correction in the supply system of manpower to keep pace with the planned developmental activities.

1.1.2 Need for Vocationalisation of Education

Education is going through a period of intensive change and reorientation.

A multiplicity of national models, forms and structures have emerged in an effort to cope with the rapid technological advances and the changing needs of the labour market. Rapid strides in the sphere of technology and maintenance of a high pace of economic growth require a qualitative transformation in the work force towards a manpower equipped with a high degree of skills in widely diversified vocational fields. The educational scenario is undergoing rapid and profound changes. The factors behind these changes are varied. Some of the factors of significance in the present context are: (a) The economy becoming global and competitive; (b) The changing profile of the learner; (c) Technology becoming all persuasive; (d) Changing expectations of employers; (e) Expansion in the service sector; (f) Harnessing of renewable and non-conventional sources of energy. These change factors have far reaching educational implications while preparing the youth for tomorrow's work force. Similar vibrations of different intensity are being felt all over the globe. American 2000: An Educational Strategy declares that education is the key to America's international competitiveness. The British Government has

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industries, mechanization etc. It helps individuals to be more productive through preparation for specific competencies in different vocations. It cannot however, be equated with mere technician training, it is essentially education in the broader sense of the term. It prepares the individual for understanding the social needs and conditions, and to realize his own potentiality so that both can be correlated for bringing about economic development of the country in particular and creating atmosphere of self-realization of individuals and prosperity of the nation in general.

In view of the rapid technological development, vocationalisation of education implies introduction of diversified technical and vocational education programmes, which need to be designed not as narrowly conceived vocational education, but as vocationally biased and vocationally based education of developing positive attitudes and interests in students for some definite vocational work during their post-school-stage. The Secondary Education Commission (1952-53) therefore states, "There should be much greater emphasis on crafts and productive work in all schools and in addition diversification of courses should be introduced at the secondary stages so that a large number of students may take up agricultural, technical, commercial or other practical courses, which will train their varied aptitudes and enable them either to take up vocational pursuits at the end of secondary course or to join technical institutions for further training".

In vocationalisation of education, diversification is the key word, the aim being to channelize a considerable segment of student population into programmes of education in much wider fields in conformity with their interests aptitudes and

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abilities. In the absence of such a diversification leading to a meaningful and productive terminality of formal schooling, the country may have no other choice than to go for the more expensive and often unproductive higher education on a much larger scale in order to cope up with the consequences of universalization of elementary education as the national goal. Vocationalisation of Higher Secondary education is also an important step for the effective correction in the supply system of manpower to keep pace with the planned developmental activities.

1.1.2 Need for Vocationalisation of Education

Education is going through a period of intensive change and reorientation.

A multiplicity of national models, forms and structures have emerged in an effort to cope with the rapid technological advances and the changing needs of the labour market. Rapid strides in the sphere of technology and maintenance of a high pace of economic growth require a qualitative transformation in the work force towards a manpower equipped with a high degree of skills in widely diversified vocational fields. The educational scenario is undergoing rapid and profound changes. The factors behind these changes are varied. Some of the factors of significance in the present context are: (a) The economy becoming global and competitive; (b) The changing profile of the learner; (c) Technology becoming all persuasive; (d) Changing expectations of employers; (e) Expansion in the service sector; (f) Harnessing of renewable and non-conventional sources of energy. These change factors have far reaching educational implications while preparing the youth for tomorrow's work force. Similar vibrations of different intensity are being felt all over the globe. American 2000: An Educational Strategy declares that education is the key to America's international competitiveness. The British Government has

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also resolved that people of all ages must acquire the skills necessary to maintain Britain's position as a leading industrial and trading nation. Australia also acknowledges the need to build an enterprise culture in order to find a place in the extremely competitive world. China and Japan are trying to cope with the progress of society and changes in the times. Kairamo, K (1989) maintains that in Europe, particularly in. Belgium, France, Italy, Netherlands and Sweden a trend towards vocationalisation of secondary education is pretty clear.

Vocationalisation of education makes it possible for an individual to get a job or be his own master by either starting a new productive activity or a service which may satisfy a felt need of the community. It widens the educational horizon of the individual and enables him to reach higher levels of achievement through self-learning. It makes education more relevant and meaningful to students and accelerates the pace of progress adequately. Mahatma Gandhi viewed education as a means of all round development of the personality and desired that craft or manual work should occupy a central position in the system of education. This was called as Basic Education.

In a developing country like India where industrial and agricultural production is gathering momentum, where science as well as technology has opened new vistas and where trade and commerce are expanding rapidly, vocationalisation of education has been felt extremely important. It is required for optimizing the utilization of manpower resources and improving potentiality of individuals for increasing production and improving services at various levels and quarters.

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With a view to making students capable of sharing equitably the benefits of economic development, necessary endeavours should be made for developing various facilities and improving the equality of life throughout the country, particularly in the rural areas. It is necessary to develop the potential for rural agricultural resources from lower grassroot level to middle class vocations. The proper preparation for these vocations implies a good quality general education supported with considerable practical training. It needs mixed technologies of agriculture, industry, commerce and other disciplines. The general education at present does not enable youths to secure any worthwhile jobs. Even young people with brilliant university education are remaining unemployed or underemployed.

Majority of them are getting themselves trained again for skilled jobs. This process is not only time consuming and expensive but also frustrating and wasteful. Hence, diversification of courses at the secondary stage with adequate facilities for vocationalisation would help solve this problem.

Vocationalisation of education starting from the secondary stage would facilitate the development of all round personality. By working with their hands, adolescents can learn dignity of labour and experience the joy of doing creative work. It would be educative as well as interesting to produce with efficiency and integrity the things of utility and beauty. It can train practical aptitudes, facilitates favourable attitudes and promote cooperative work towards better life and happier world.

In the present day context of rapid industrialization and economic development it is felt that the general education system is not adequate to meet the

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growing demands of the diversifying economy. It is generally felt that the varied needs of the growing economy can be effectively met through diversified vocational courses at the Higher Secondary stage. The aim of vocational education at the post secondary stage is to provide diversification in educational opportunities to enable the students to select vocations according to their aptitude, interest and abilities thereby improving their competence for wage and self-employment. It is a strategy for giving full package of competencies for absorption into the work force.

1.1.3 Vocationalisation of Education: Past and Present

Education in our country was generally identified with liberal education and it can be traced back to the year 1854, when the wood's despatch for the first time highlighted the need for introduction of occupational education for a sizeable segment of the student population. In other words, the history of vocationalisation of education in India dates back to the year 1854 when Wood's Despatch highlighted the need for vocational education for a large segment of the student population. But the report of Woods Despatch eventually did not make any significant impact until the Indian Education Commission known as Hunter Commission (1882) was set up to examine the problems of education as a whole especially of technical and vocational education. It stated that the curriculum of the secondary education should be divided into two parts. One part of the curriculum to have subjects that are to be useful for higher studies and the other part of the curriculum to have vocational, occupational and practical subjects. However, recommendations of the Commission were not implemented.

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Thirty years later the Calcutta University Commission known as the Sadler Commission (1917) recommended that "the intermediate colleges must be regarded as fulfilling a double purpose. In the first place, it must provide training so as to qualify its students for admission to the university, in different faculties or in other institutions of higher or technological training. In the second place, it must provide training suitable for students, who after completing the courses will proceed directly into various practical occupations. As the system develops we should expect to find an increasing number of students entering upon the intermediate courses solely with a view to preparing for various practical careers".

The Hartog Committee of 1929 recommended that more boys should be diverted to industrial and commercial careers at the end of the middle stage as preparation to special instruction in technical and industrial schools.

The Sapru Committee (1934) emphasized the vital role of vocational education in the country's economic development. The Sapru Committee recommended 11 years of school education, 5 years for primary, 3 years for lower secondary and 3 years for Higher Secondary with vocational studies commencing after 11 years of education. The main purpose of the Sapru Committee was to find ways and means of solving unemployment problem through diversified courses at the secondary stage.

The Wood-Abbot Commission (1936) examined certain problems of

education, specifically the vocational problem, and as a result of this, a network of

polytechnics were established in the country. The duration of polytechnic courses

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was two or three years depending upon the courses offered in such institutions.

These courses were offered in Engineering or Technical schools. The Abbot Wood Report had two parts, Technical and General. Abbot was the author of the report on Technical Education and Wood on General. Education. The main recommendations of Abbots report are as follows:

1. The expansions of vocational education should not greatly outstrip the development of industry.

2. General and vocational education are not to be regarded as essentially different branches but the earlier and later phases of a continuous process.

Each subject in the vocational school has its origin in the non-vocational school.

3. Vocational education must be based on an adequate general education. The entrance standard should not, as a rule be below that reached at the end of the middle school. Pupils from this stage can be admitted to junior vocational schools pupils who have successfully completed the Higher Secondary school course can be admitted to senior vocational schools.

4. The junior vocational school, receiving its pupils at the end of class VIII and providing a three-year course would be parallel to the Higher Secondary school. The senior vocational school, receiving its pupils at the end of Class XI and providing a two-year course would be parallel to the Higher Secondary school.

5. Part time schools should be provided for the further education of young men already in employment.

6. A limited number of Higher Secondary schools should have an agricultural bias.

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7. The government should establish a vocational training college, working in close association with an ordinary training college.

During the period of Indian renaissance the existing education, administration and culture were examined and necessary reforms were brought about. Rabindranath Tagore deplored the ineffectiveness of the bookish education and laid stress on the role of manual work in education for harmonious development of personality. Mahatma Gandhi not only insisted that manual work should find a place in the school curriculum but also it should be productive as well as medium of education. That is why the following resolution was passed at the National Education Conference at Wardha in 1937.

"The conference endorses the proposal made by Mahatma Gandhi that the process of education throughout this period (seven years) should center around some form of manual and productive work, and that all the other abilities to be developed or training to be given should as far as possible be integrally related to the central handicraft chosen with due regard to the environment of the child. The resolution also added "The craft, if taught efficiently and thoroughly, should enable the school to pay towards the cost of its teaching staff'. Thus craft or manual work was to be an integral part of Gandhian education and also a source of income for the school.

This idea of Gandhiji was translated into action by the Hussain Committee in the form of basic education which was adopted as the National Education of the Country in 1938. However, in course of its implementation several practical

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difficulties were experienced and controversies arose. In spite of certain shortcomings, basic education was successfully organized by many Gandhian institutions and voluntary organizations.

This was followed by the Sargent Report of 1944 which restated more or less what Sapru Committee had recommended. It further recommended that the first year of the intermediate should be transferred to the high school and the second year to the university and also to introduce two streams — (a) Academic (b) Technical with the objective "to provide good all round education combined with some preparation in the later stages for careers which pupils will pursue on leaving the schools."

In independent India, the Radhakrishnan Commission (1948) also known as University Education Commission recommended that in order to direct the students to vocations at the end of Class X a large number of intermediate colleges should be opened. "The aim of these colleges would be to meet a variety of needs of our young men and women by giving a vocational bias to their courses by retaining at the same time their value in a system of general education as preparation for university courses." Here again the stress was on preparation for higher studies rather than making some of them terminal.

The secondary education commission also known as Mudaliar Commission (1952) reiterated that "the secondary education is a complete unit by itself and not merely a preparatory stage, that at the end of this period the student should be in a position, if he wishes to enter into responsibilities of life and take up some

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vocations." It also recommended diversification of the courses at the secondary stage. A chain of multipurpose schools were established in response to these recommendations through out the country. In 1955, the All India Council of Technical Education was set up to advise the union government on all aspects of technical education at the diploma as well as degree levels. It was about the same time that a network of Industrial Training Institutes (ITI) to train the base level industrial workers was started. To bridge the gap between the ITI's and Polytechnics, Junior or technical schools were started with a view to continuing education with technical training for certain types of operational jobs in industries.

Some basic academic considerations again compelled the government to appoint the Education Commission of 1964 under the Chairmanship of Dr. D. S.

Kothari to reexamine the entire educational system of the country keeping in view the National goals, improvement of quality, and standard of education. The Kothari Commission considered the undesirable effect of uncontrolled admission to the universities on one hand and the resulting unemployment problem of the graduates on the other. It came to the firm conclusion that for majority of the occupations, which the university graduates seek, the university degrees are not necessary and these jobs can be competently performed by well trained Higher Secondary students. Therefore, the commission suggested that at the Higher Secondary stage there need be two distinctive streams. One preparing students for advanced education in the universities and the professional colleges and the other preparing for a variety of occupations immediately after completion of vocational studies which fit them into these vocations.

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The commission was of the view that secondary education is called a link in between university and elementary education. It serves two main purposes: I) It prepares a student for the university and ii) it enables him to adopt different walks of life. But the prevailing system of secondary education is almost exclusively a preparation for the university and it is necessary to diversify and vocationalise it so that it also becomes terminal for a majority of students. The Education Commission observed, "We visualize the future trend of school education to be towards a fruitful mingling of general and vocational education — general education containing some elements of prevocational and technical education and vocational education in turn, having an element of general education. In the kind of society, in which we will be living increasingly in the coming years, a complete separation between the two will not only be undesirable but impossible."

The commission suggested restructuring of education (10+2+3) and recommended distinct streams of general and vocational education at Higher Secondary stage to intercept the goal-less climb-up of the youth on the educational ladder and divert them to productive path. The commission felt that it should be possible to divert 50 percent of students to the vocational stream. The Commission further states, "Another programme which can bring education into closer relationship with productivity is to give a strong vocational bias to secondary education and to increase the emphasis on agricultural and technological education at the university stage. This is of special significance in the Indian situation where, as we have pointed out, the educational system, has been training young persons so far mostly for government service and the so called professions."

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The Parliamentary Resolution on National Policy of Education (NPE 1968) accepted the recommendations of the Education Commission (1964-66) and emphasized the effectively terminal nature of the vocational stream of studies. The National Policy on Education emphasized the need to increase facilities for technical and vocational education and that these facilities should conform to the requirements of developing economy and real development opportunities. It was after national policy of Education was introduced in the country that a separate Higher Secondary (+2) stage was created.

In 1975, the Central Advisory Board of Education (CABE) in its meeting endorsed the Policy Resolution and resolved to adopt 10+2+3 pattern of education and reiterated that the +2 stage of education should be regarded not merely as a college preparatory, but a period for preparing an increasingly large number of school leavers for different vocations in life. The CABE entrusted NCERT to prepare curricula and help the state Governments in implementing vocational education.

Considering the recommendation of the Iswarbhai Patel Committee (1976), the National Council of Educational Research and Training (NCERT) in 1976 prepared a document, "Higher Secondary Education and its Vocationalization"

and was presented to the country setting out a model conceptual framework for implementation. The document asserts that "Vocationalisation is a major transformation in education and cannot be achieved without important structural and functional changes in the whole set up". Accordingly, vocational education programme at Higher Secondary stage was initiated in 1976. Thus after 1976

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many states started vocational stream in Higher Secondary Schools. However, the progress made in this direction was far from satisfactory. In 1977, the working Group on vocationalisation of education constituted by the Ministry of Education, Government of India, presented the scheme of implementation and its financial implications. In the year 1978 the National Review Committee reviewed the NCERT document, studied the syllabi and courses of the CBSE and a few state Boards and in its report entitled, "Learning to do" gave detailed concrete recommendations for introduction of vocational courses at the Higher Secondary stage. The joint session of the Chairman/Secretary of Boards and Directors of Education of the states/UTs recommended that state boards should review their courses in the light of the course patterns and other suggestions made by the working group and the national review committee to suit the needs of the community.

The document 'Challenge of Education — a Policy Perspective' published (1984) by the Ministry of Education, Government of India, initiated a nationwide debate on all major issues in the domain of education. In 1985 the National working group on Vocationalisation of Education, led by Dr. V.C.

Kulandaiswamy, undertook extensive review of vocational education in the country and provided guidelines for the development of the programme. It formulated the concept of vocationalisation at different levels and recommended the linkages required among different agencies running vocational programmes, setting up of a well knit management system, an action plan for promotion of vocationalisation in the country and liberal central fmancial assistance for achievement of the target fixed. Once again realizing the need for

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vocationalisation of education in the country the national policy of Education (NPE) 1986 states, "The introduction of systematic, well planned and vigorously implementation programmes of vocational education is crucial in the proposed education reorganization. Vocational education will be a distinct stream intended to prepare students for identified vocations spanning several areas of activities".

Thus after the National policy of Education 1986 and its Programme of Action (POA) a centrally sponsored scheme of vocationalisation of education at the +2 stage was implemented throughout the country with effect from 1988.

The programme of Action document for implementing the National Policy on Education has reviewed the present status and streamlined the programmes of vocational education design to be suitable for various stages of education.

1. Primary Stage: At the primary stage of education from classes I to V socially useful productive work (SUPW) or work Experience (WE) forms an integral part of the curriculum in many states. In spite of its importance for developing favourable attitudes the actual realization of the objective both in coverage and quality is far from satisfactory. At the higher primary or middle school stage SUPW or WE programmes aim at developing desirable attitude, confidence and adequate psychomotor skills to students who are to enter the world of work directly or through certain occupational training courses.

2. Secondary Stage: At the secondary stage covering classes IX to X, the SUPW/WE programmes are viewed as a linear extension of that for the middle stage. The activities at the secondary stage are expected to enable students to opt for vocational programmes at the +2 level with better appreciation and

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understanding since a significant number of students drop out after this stage, these programmes would, by the modest preparation of students before they leave the school, enable them to choose suitable occupation. Such prevocational courses are to be handled by teachers with specific skills and competencies.

3. Higher Secondary Stage: The vocational courses at the Higher Secondary stage should be regarded not as a preparation for the college but as a period for preparing for different vocations of life. The need for vocationalisation of Higher Secondary education has been conceded by all, but the problems in its implementation may be appreciated by the fact that only a small percentage of students population has been covered by vocationalisation (1976-85).

4. Tertiary Stage: It is felt that one of the factors responsible for the slow progress of vocationalisation of secondary education is lack of opportunities for the vocational passouts for their professional growth and career advancement. The current bias against vocational education will not disappear unless a reasonable chance of a worthwhile employment or an advantage in moving upwards into a professional or general programme of education is provided to the pupils of vocational courses at the secondary level. Such programmes could include diplomas and special degree courses, general degree courses and professional degree courses.

5. Other Formal Education Stage: The country has developed a network of vocational schools, vocational institutions and polytechnics over the years.

Nearly 2% of the school going children enter such institutes like ITI's, junior technical schools. These institutions handle full time students who meet the need of organized sector. The Kothari Commission has visualized that at 8+

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about 20% of the students will step off the general stream and enter schools of vocational education. Similarly, a large percentage of 10+ students need be diverted to such vocational institutions. Hence expansion of facilities are badly necessary for accommodating a large number of students in the vocational schools.

6. Apprenticeship Training: The production of the vocational stream at +2 level are quite distinct from those from ITI's and Polytechnics who have been covered under the craftsmen and technician apprenticeship training schemes. It has been strongly recommended by several committees connected with vocational education that vocational students of the +2 stage, should be brought under the umbrella of apprenticeship scheme as an important catalyst for the promotion of vocational education. At present a few of the 120 vocational courses offered at the +2 level in the country are selected for the special vocationalised education training scheme launched by MHRD.

7. Other Vocational Courses: The vocational courses in Higher Secondary schools and vocational and technical training schools/institutes cater only to the needs of the organized sectors of economy. But it is the unorganized sectors which absorbs the bulk of work force. One sees the situation of mounting unemployment among the educated on one hand and shortage of plumbers, car mechanics, electricians, carpenters on the other. The dropouts from different classes of the school constitute a large pool of unskilled labour force who need opportunities for training in some skills or trades in order to enable them to take up some gainful employment.

8. Special Groups: The tribal and rural population do not have adequate access to school education, vocational courses in school or other vocational institutes.

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There is also a need of special vocational courses for rural women whose earning could be augmented through vocational training. Handicapped and disabled persons have also no adequate avenues to acquire suitable productive skills for making their living meaningful and self reliant.

9. Tertiary Level Programme: While analyzing the reasons of slow growth of vocationalisation of secondary education, there is lack of opportunities for the vocational graduates for their professional growth and career advancement and chances of worthwhile employment. In addition to these it states that opportunities for further education for students of vocational stream in the +2 are almost non existent. Therefore, there is a need of appropriate tertiary level programmes for providing opportunities for the vocational graduates.

10. Generic Vocational Courses: The revised policy formulations provide for generic vocational courses (GVC) for the students of the academic stream. The GVC aims to develop those employment related skills which cut across various vocations and are needed by all members of the educated workers regardless of the persons occupations. The information technology, computer applications, word processing, interpersonal skills, problem solving, leadership are some of the skills which might form the curriculum of such a course. This is a step towards improving the quality of general education for the future technology oriented society.

1.1.4 Models of Vocational Education

Broadly speaking, there are three models of imparting vocational education or their variations. These are : (a) acquiring vocational skills through

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apprenticeship where the father or an experienced teacher passes on occupational skills to the son or disciples. After the industrial revolution, this got structured in the form of on the job training; (b) vocational education in separate schools or technical institutions imparting vocational instruction mainly skills along with a little bit of theory. The schools that were opened based on this model were independent of and different from the secondary education system. (c) Vocational subjects are taught in secondary/high schools side by side with general education.

The approach underlying this model stems from the philosophy that vocational education should concern itself with the broadest possible knowledge about occupations and not merely about training in specific and narrow skills associated with different occupations.

In India, the system of vocational education has been of the mixed type.

Model (a) has been in operation through enactment of the Apprentices Act 1961.

The second model is followed in the vocational and technical schools run by the Ministry of Labour and others whereas the vocational education at the +2 stage is largely based on the third model.

In the existing system of general education from classes I to X, vocational education does not find a place but SUPW/WE forms an integral component which aims to provide the students at all levels of school education "purposive"

meaningful manual work resulting in goods or services which are useful to the community. This is often regarded as a chronological derivative of the work experience concept of the Kothari Commission than it is rooted initially in Mahatma Gandhi Basic Education. There are a variety of alternative avenues

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technician courses in polytechnics, craftsmen training programme in Industrial Training Institutes (ITI) paramedical courses in nursing, dental and pharmacy schools, other specific courses offered in forestry schools, veterinary and animal husbandry schools, commercial institutes, fishery schools fine arts etc.

1.1.5 The Centrally Sponsored Scheme (CSS) of Vocationalisation of Education at Higher Secondary Stage

As stated earlier, the CSS of Vocationalisation of Education at +2 stage was started in 1988 after implementation of the NPE-1986. The main objective of the CSS is to provide diversification of educational opportunities so as to enhance individual employability, reduce the mismatch between demand and supply of skilled manpower and provide an alternative for those pursuing higher education under this scheme. Vocational education is a distinct stream and the courses are provided in general educational institutions i.e. Higher Secondary Schools. Under this scheme assistance is given by the government of India to the state governments, union territory administrations and non-government organization for the purpose of running the vocational courses. The pattern of financial assistance for various items of expenditure under this scheme varies from 50 percent to 100 percent but for most of the items of expenditure 100 percent assistance is given by the Centre. The pattern of assistance for the various items of expenditure is given in. Table 1.1.1.

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Table 1.1.1

Sharing Pattern for Meeting Expenditure on Vocationalisation

Sl.No. Item Centre States

% %

1 Apprenticeship training 100 0

2 Evaluation & Monitoring 100 0

3 Distt Vocational Surveys 100 0

4 Curriculum development workshop 100 0

5 Instructional material development 100 0 workshop

6 Text book development workshops 100 0

7 Resource persons-training courses 100 0

8 Instructional materials subsidy 100 0

9 Teacher training courses 100 0

10 Equipment to schools 100 0

11 Workshop/Laboratory building 100 0

12 Vocational wing of Directorate of 50 50 Education

13 District Vocational Wing 50 50

14 SCERT Vocational Wing 50 50

15 Vocational School Staff 75 25

16 Raw materials/contingency 0 100

17 Vocational guidance 0 100

18 Examination certification 0 100

Management of Vocational Education

Management is critical to the implementation of a complex programme of Vocationalisation of Education. The following management structure was envisaged under the CSS of vocationalisation.

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Function Policy &

Coordination Evaluation &

Level Monitoring

Research Development &

Implementation

Administration/ Examination &

Supervision Certification Management System and Vocational Education

National Joint Council of Central Institute of Vocational Vocational Education (JCVE) Education

(PSSCIVE)

Bureau of Vocational Education (BVE),

MHRD

All India Board of Vocational

Education Regional

State

Board of Apprenticeship Trainings (BOATs) Vocational Wing in

Directorate of Education State Council

Vocational Education (SCVE)

of Vocational Wing in SCERT/State

Institute of Vocational Education (SIVE)

State Boards

Districts District Vocational Education

Committee (DVEC)

Vocational Wing in District Education

Office/District Vocational Education

Office (DVEO)

School PrincipalNice

Principal

National Level

i) A Joint Council of Vocational Education (JCVE) is set up under the chairmanship of Union Education Minister and incorporates representation from all existing vocational authorities/councils and some state governments.

The JCVE performs the following functions:

Planning and co-ordination of vocational programmes conducted by different organization/ministries.

Lays down guidelines for:

o Assessment of manpower needs

o Development of vocational programmes at all levels o Development of bridge/transfer courses

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o Development of text books and instructional materials

o Accreditation and certification of vocational courses including those conducted by non-governmental organizations.

develops schemes for creating vocational facilities at different levels.

Evolves scheme for involvement of public/private sector industry in vocational education.

Prepares schemes for undertaking programmes of vocational education for workers and imparting vocational education through non-formal programmes.

Periodically review vocational programmes

Identify and support non-government organization engaged in vocational training of special disadvantaged groups

A Bureau of Vocational Education is established by the Department of Education to:

provide secretariat support to the JCVE particularly in regard to planning, programme development, laying down guidelines and coordination;

- implement and/or oversee the implementation of the programme of vocational education keeping in view the recommendations/decisions of the JCVE;

co-ordinate manpower requirements at national level;

work towards modification of employment/recruitment qualifications necessary for the furtherance of vocational education;

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maintain linkages with national, regional and state level agencies related to vocational education;

provide financial support for vocational education programmes;

take steps for involvement of non-governmental organizations;

monitor the programme; and

undertake all activities expected to be done by the Central Government in this regard.

ii) A constituent of NCERT, Pandit Sunderlal Sharma Central Institute of Vocational Education, functions as the apex level research and development institution. The specific functions are the following:

To ensure comparability in quality and standards (including those of the teaching profession) in both formal and non-formal vocational education programme through the country.

To undertake and provide guidelines in curriculum developments, training, research and monitoring and evaluation etc. to state government and other institutions.

To conduct orientation programmes for various types of functionaries such as school principals, state officials, survey workers etc.

To organise short term teachers training programmes.

To offer in-service courses for SIVE/SCERT personnel.

To evolve an information system for vocational education and to function as a clearing house of information for national as well as international courses.

- To develop multi-media packages of instructional materials.

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To develop, in co-operation with appropriate agencies of adult education and those set up by other ministries/departments, non-formal, flexible need- based vocational programmes for neo-literates youth, school drop-outs, persons engaged in work the unemployed and partially employed.

To provide academic/technical support to the Joint Council of Vocational Education and Ministry of Human Resource Development.

Regional Level

i) Boards of Apprenticeship Training are augmented to cater to the training needs of vocational students after they complete the vocational courses at the +2 stage.

ii) The Regional Institute of Education (RIE) under NCERT function as regional Vocational Teacher Training institutions in addition to performing R & D functions.

State Level

i) The State Council of Vocational Education (SCVE) is a counter part of the JCVE and functions as the overall policy formulating and coordinating body for vocational education and training at the state level. The specific functions performed by the SCVE keeping in view the guidelines of the JCVE are as follows:

To prepare norms for the selection of institutions and collaborating institutions and for appointment of full time and part time teachers.

To develop norms for vocational courses in terms of equipment, raw materials and contingent expenditure.

References

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